rubric gallery

Did you know that Americans eat 100 acres of pizza each day? That is enough pizza to carpet just about all the floors in all 110 stories of Chicago's Sears Tower In order to understand the magnitude of very large or small counts and measures, they can be related to something whose size is known. Students will create a poster representing interesting numerical facts that make them easier to understand. Students will work together, creating a poster based on a mathematical theme . When it is finished, the poster will present four numerical facts with four questions that can be answered using these facts and an equation that can be solved to fined another interesting fact. To decide how well students explained magnitudes, the class will hold a contest. All posters will be displayed and the class will judge the posters based on standards chosen in advance. This poster is worth 200 total points(2 test grades) and will be due December 16,2008 by the end of class period.

Students use the Epic Poem, Beowulf to produce various articles represented/found in a newspaper, including news article, feature story, editorial, advertisement, cartoons, advice columns, and obituaries.

Student will orally discuss their book with the class.

Outside Reading Oral Presentation

Drawing and Description of three Pilgrims from Canterbury Tales. For those of you with an artistic bent, draw/paint/create portraits of the pilgrims. For each portrait, write a paragraph explanation of the artistic decisions you made based on evidence from the text, both from the General Prologue and, if applicable, the linking prologue and character tale. Please do a bit of research into the dress of the time. Please do not do this option if you have no artistic talent! We do not want to look at stick figures.

Persuasive essay with a counter-argument

Student will write a persuasive essay on one of three topics provided. The essay needs to have a clear introduction that clearly states their position. The body of the essay needs have a minimum of three facts from the information provided that supports their position. The paper needs to end with a strong conclusion.

Create a scrapbook of Beowulf's life. Include people, places, and events. The scrapbook may include details leading up to the battle with Grendel and up until his death and funeral. Scrapbook must be a minimum of five pages, not including title page, and must be turned in with paper explaining your pages.

Rewrite the story of Beowulf as a picture book for young children. Use simple language and include images appropriate for young readers. Your story should be at least twelve pages long and fit with the characters, theme, and plot portrayed in the book.

Using magazine photos, create a collage of images that symbolize important ideas, events or themes in Beowulf. On a separate sheet of paper, explain what each image symbolizes and how it draws on key material from the character's experience.

Students will create a board game about the epic poem Beowulf, the object of which is to follow Beowulf on his adventure

Rubric for evaluating student presentations. Can be applied to any presentation. Adopted from http://www.ncsu.edu/midlink/rub.pres.html

Student will write a persuasive essay on one of three topics provided. The essay needs to have a clear introduction that clearly states their position. The body of the essay needs have a minimum of three facts from the information provided that supports their position. The paper needs to end with a strong conclusion.

After reading Chaucer’s Canterbury Tales, students will create a fictional Facebook online social networking site through the guise of two of the Pilgrims. Students will have to demonstrate extended depths of knowledge about the play through a variety of ways. On their Facebook page, students will include: friends of their character (selecting both characters story and extending into history, other literary texts etc.); provide status updates that chronologically depict a timeline of events from the pilgrimage; use quotes from the text as status updates/ wall posts and commentary to facilitate inter-character communication; and use graphics, pictures with captions to highlight character interests, activities, motivations etc. Students will use the word template provided by the teacher or create on of their own.

At the end of the Macbeth unit, students will create a fictional Facebook online social networking site through the guise of one of the characters in the play. Students will have to demonstrate extended depths of knowledge about the play through a variety of ways. On their Facebook page, students will include: friends of their character (selecting both characters from the play and extending into history, other literary texts etc.); provide status updates that chronologically depict a timeline of events from the play; use quotes from the text as status updates/ wall posts and commentary to facilitate inter-character communication; and use graphics, pictures and video with captions to highlight character interests, activities, motivations etc. Students will use the platform of iGoogle to create their Facebook page, which they will orally present to their peers, and will also be required to write a 3-5 page analysis/reflection of their work which will be submitted to their instructor.

Design a trading card for 10 of Chaucer's Pilgrims. Illustrate Chaucer's pilgrims on the front of the card and include "statistics" on the back. Make sure the back of your card exmples of both indirect and direct charactization. The front of the card should be colorful/in good taste, and promote that person(advertisement).